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Resource Library
Our Resource Library contains materials and assistance for early childhood educators and those they serve. Explore our selection of podcasts, tip sheets, websites, documents, and self-study courses.
Results: Page 171 of 210
| Resource Name | Description | Resource Type |
|---|---|---|
| Supervisión activa: Tiempo libre (Active Supervision: Free Time) | Los cuidadores son responsables de mantener seguros a los niños. La supervisión activa requiere vigilancia constante, atención enfocada y observación intencional de los niños en todo momento. | Tipsheet |
| Support Math Readiness Through Music | Music is one of the first ways children experience math. Without thinking, our bodies react to music. When we hear music, we rock our babies, clap along, and even look toward the source of the sound. These responses are reactions to musical elements such as steady beat, rhythm, and melody, all of which reflect mathematical concepts. Even the youngest of children can respond to music and the mathematical principles behind it. Here are three musical elements that relate to math and some suggested activity ideas to try at home. - See more at: http://families.naeyc.org/learning-and-development/music-math-more/supp… | Document |
| Support Organization for Trisomy 18, 13 and Relate | S.O.F.T. is a nonprofit volunteer organization offering support for parents who have had a child with a chromosome disorder, and education to families and professionals interested in the care of these children. Event listings, bookstore (trisomy centered), professional medical information, and more info and resources available to members. | Website |
| Supporting and Caring for Transgender Children | This guide is designed for anyone who knows a transgender or gender-expansive child, plans to write about children who transition, or simply wants to learn more. It reviews what medical and education experts know about transgender children, explores some myths about gender transition in childhood, and offers suggestions for adults with a transgender child life. | Document |
| Supporting Big Body Play | Big body play is essential to children’s development. Understanding the benefits of play can help caregivers develop attitudes that support this play instead of stopping it. | Tipsheet |
| Supporting Children Following an Emergency Event | Recovery following an emergency event is an ongoing process that includes supporting the mental, physical and emotional health of children and their families. This tip sheet highlights some practical strategies for early care and education professionals. | Tipsheet |
| Supporting Children in Uncertain Times: Responding to the Coronavirus | Children may be feeling more unsettled during uncertain times, such as the current coronavirus pandemic. When children are unsettled, they may show their feelings through challenging behaviors. This tip sheet provides several ways in which adults and caregivers can help children cope. | Tipsheet |
| Supporting Children on the Autism Spectrum | This online course from Early Years Foundation Stage (EYFS) is designed to support practitioners in meeting the needs of young children on the autism spectrum. The course consists of a booklet as well as interactive materials that are presented online. The online materials reflect and expand on the content of the booklet, giving video examples of real practice and activities to promote further reflection and development. The course also contains audio material as well as case studies and it will direct you to other tools and resources. These materials are designed to improve provision for all children and will particularly support practitioners in developing more inclusive practice, especially for children on the autism spectrum. The content of the e-learning and supporting booklet can be used as a basis of continuous professional development in the training and support for inclusion. The resource section provides printable case studies, 21 video clips, references and offline activities. Following an introduction to autism, the modules include: 1) A Unique Child; 2) Positive Relationships; 3) Enabling Environments; and 4) Learning and Development. After completing this course participants will be able to: 1) Recognize current strengths and identify areas where further knowledge is required; 2) List the characteristics of autism and be able to consider how adult behavior needs to adapt; 3) Define possible early signs of autism; 4) Recognize the triad of impairments; 5) Identify how different aspects of autism may affect children's learning; 6) List ways in which support could be provided for children on the autism spectrum which could remove barriers to learning and socialization; 7) Demonstrate ways in which parents' and children's voices can support planning provision; 8) Be aware of current terminology and the accompanying debate around autism and Asperger's syndrome; and 9) Identify effective use of resources. | Website |
| Supporting Children with Medication Administration Needs | It is essential caregivers and teachers DO NOT take a casual approach when administering medication to children in their care. Using a formal process when administering medication will minimize medication-related injuries and decrease liability risk factors to the caregivers and teachers. | Tipsheet |
| Supporting Children with Type 1 Diabetes | Child care programs cannot refuse providing care to a child because he or she has diabetes. The following information will help you in setting up support in the event you have a child with Type 1 Diabetes in your care. | Tipsheet |
Results: Page 171 of 210